Educational device



Patented Jan. 10, 1950 UNITED STATES PATENT OFFICE 4 Claims.

This invention relates to an educational toy and in particular to an educational toy for teaching children mathematics.

It is an object of this invention to produce an educational toy by means of which a child can teach himself mathematics and which also can be used by an instructor to teach mathematics.

It is an object of this invention to produce an educational toy for teaching mathematics which is very simple, efiicient, and by' means of which mathematics can be taught visually and concretely.

Fig. 1 are perspective views showing ten types of blocks which can be used with myv educational toy.

Figs. 2, 3, 4 and 5 are perspective views of the two key blocks forming a part of my toy.

Fig. 6 is a view of the standard for supporting the above-mentioned blocks.

Figs. 7, 8, 9 and 10 are elevations of my toy illustrating its use for teaching addition, subtraction, multiplication, and division respectively.

Fig. 11 is a perspective showing a modified form of my educational toy. I

Fig. 12 is a perspective of the key block used with the modified form of my invention.

Referring to Fig. 1 of the drawings, I have illustrated ten blocks bearing numbers I, 2, 3, 4, 5, B, I, 8, 9, l9, respectively. I have chosen ten blocks merely for purposes of description because obviously my toy can be used for teaching mathematics in any range of numbers but as a practical matter in teaching youngsters one would only deal with addition, subtraction, multiplication and division of numbers in'a range such as from 1 to 10.

The height of each block in relation to all the other blocks is directly proportional to the number on the block, that block I is one unit, for example, one inch high; block 2, two units or two inches high; block 3, three units or three inches high; block A, four units or four inches high; block 5, five units or five inches high; block 6, six units or six inches high; block I, seven units or seven inches high; block 3, eight units or eight inches high; block 9, nine units or nine inches high; block it, ten units or ten inches high.

Each block is provided with a central opening or bore II extending completely through the same. Each block also has painted, impressed, or otherwise formed thereon as many diamonds I2 as there are units in the block, for example, on block number I9 there are ten diamonds, on block number i, one diamond, on block number 3, three diamonds, etc.

My toy requires two key blocks generally designated A and B. The side faces of one key block A are referenced I3 and IA. The side faces of the other key block B are referenced I5 and I6. Key block face I3 is used for addition; key block face I4 for division; key block face I5 for multiplication; and key block face It for subtraction. Each block is provided with two bores I! through the same.

My toy requires a standard upon which the above mentioned blocks are mounted at various times during the use of the toy. This standard, by way of example, can comprise a base I8 and two posts l9 and 26.

The operation of my toy is as follows:

Addition.Place addition key block A with face I3 toward the reader on posts I9 and 20 by passing posts I9-and 20 through bores II. Now select the blocks representing the numbers to be added and place these blocks on post 20 by inserting post 20 through bores II. By way of example, I have chosen the addition of 3 and 3, Fig. 7, and therefore have placed two three unit blocks on post 20. On post I9 I now place the one block which will reach the same height as the other block. This the instructor can readily do without any trial, but the child will perhaps arrive at block 6 by trial and error. Since block 6 reaches the same height as the two three unit blocks, therefore 6 is the correct answer for the addition of 3 and 3.

Note that key block A on its face has indicia printed thereon. This indicia comprises pictures 22 and 23 of two blocks and to the left of these pictures 22 and 23 is one plus sign. These pictures of blocks 22 and 23 are aligned with post 20 and also with the unit blocks placed thereon. To the right of pictures 22 and 23 is placed the equal sign 24 and to the right of the equal sign is positioned a picture 25 of a block which is equal in height to the combined height of blocks 22 and 23. Picture 25 is aligned with post I9 and also with the unit block placed thereon. This visually shows that the sum of blocks on post 20 will equal the unit represented by the block on post I9.

Subtraction-For subtraction block B with face I6 toward the reader is placed on posts I9 and 20. The block representing the number from which it is desired to subtract is now selected and placed on post 20. By way of example, I have chosen number 6. One now chooses the block representing the number it is desired to subtract from 6 and places this block on post I9. By way of example, I have chosen 3. On top of block 3 on post I 9, Fig. 8, one now places the one block which when positioned on block 3 will reach and be 3 equal in height to block 6 on post 20. Obviously, the block positioned on block 3 in Fig. 8 which will reach the top of block 6 on post 20, Fig. 8, will be the number 3 block. This block gives one the 4 1. An educational device comprising at least one block of unit length and a plurality of blocks of diverse lengths but each having a length which is a multiple of said unit length, each of said blocks correct answer and shows that 6 minus 3 equals 3. having a bore exte d le t wis e et 'o Subtraction face It has on its face a picture 26 of a block representing the number from which one desires to subtract, a minus sign 21, pictures of two blocks 28 and 29, and an equal sign 30.

for positioning said blocks upon the below-mentioned posts, a key block having indicia thereon of the mathematical operation to be performed, said key block having two parallel bores extend- The sum of the heights of blocks 28 ,and12EL-equals- 9; ing therethrough 'foripositioning 'said key block the height of block 26 and indicates that block 28 subtracted from block 26 will leave the number of units represented by block 29.

Multiplication.--This is shown in Fig. 9. ';Mult -;z-i

upon-said below-mentioned posts; and two juxtapositioned posts for said blocks, said key block being' adapted to be held jointly by both of said posts lone, Of; said posts receiving a block of multiplication key block B is placed on posts I9 and i5 tiple un t length and p on p a y with face I5 toward the reader. One selects the block number to be multiplied anchplaces itoon post 20. By way of example, this is shown as number 1.

Repeat blocks of this same number block-=as indicated by said key block, the other post i eceivingauplurality of blocks each of lesser unit length but in total equal to said block of multiple' unlt length, said blocks of lesser unit are placed upon post 2B until there are as many 20 length also being positioned p a d y block blOCka0H post 20 aspyou wish atoimultiply'qzz-In.

other-,words, ifcyou wish tomultiplyrlttimes 3;];

you place three ,I blocks onrpost 2ll.-. On post L9 you now place thelone blockwhichlwill-be of equal tto he blocks on post 21L 1 This blockiwill Z5.-,ral1ty::0f1b10cks Dffilnlt lengthland auplurality be block-,3 and 3 is the correctanswenur .1

On keyblock face l5.-I also places, picture 8 b of a block, ;a multiplicatiom sign 32;. fnumberaof blocks, an equal sign 33, and a picture of a block as indicatedcthereby wherebyrthesaidzblocksillus; trate sconcretely a mathematical: problem and its l.

solution.

1:,- 2. An. educationalxdeyice :comprising'apluv:

of blocks-am; diverse alengthmbuta each having a; t

' length which: .a key block: halving:rindiciazdthereoneof; the

blocks, on post, 26. equalss-thetu -il; l u ath blocks of lesser length than the said aforemen block'ion post Ill. a;

Division. F divisi key b k e t lfac'e tionedioholderssfor; said blocks; said key block 1:. I4 toward the reader is placed onposts i-9 and 2-0:--' being p e to be h j n y o h f s id holders, one. of-lsaid holders receiving said block videdand place thisonpost Zuni-By ayfx-n' a: of multiple unit length=-which is positioned 'upon 1 ample lhave chosen the-block which represents Said y lo 'abovehfthv picturewfa multiple? unit length block, the otherholder 'receiving-a blocki representing the number -by=WhiCh I-wish p y fi' b ock-teach f less len h Sa d multipleunit length= block but in total length I now select the large block-number-to be dithe number -3'.- On post l9-one-now placesthe to divide. I have chosen -1 as the divisor-.-- One now continues placing on-postlil-addltional blocksequal tmthelength of ="s'aid'block'ofmu t p u numbered l until thetotal bloeksnumbered 1 are i' f' lastv mentionedp blOck" equal in height to block3-on post 20. Gne new being positioned upon said key block as'indicatedcounts-'the-number-of-blocks on-post l9-and this iby 'the' picture appearing uponsaid key block gives the correct answer; namely, 3-divi'ded-by1 of one or more blocks each of alength'lessthan equals 3.

On division key block face M 'l placea'picture i 35 Of a block, followed -by-a division sign 38 a wherein said holder comprises abase and two picture of a-block 31,-anequal'sign 38;-anda-nota parallel"vertical-posts; said key block has two tion numbenof blocks.;* This shows that the number representedlcy 35-divided-by the-;nu;mber---;:key block upon'said' posts and upon said base representedby-block-31 equals:thenumber of; and thelotherofzsaid blockslea'ch has a bore said multiple 'u-m t'length block.-

blocks- BL-which must-be placed one upon the- "*therethrough for mounting thessa'id blocks. upon other to equal-the height;- of block 35;

said posts asindicatedby the key block. In Fig.-11-I have shownga modified form of'my."

3. The combination as :set "forthin claim 2 parallel -'bores *therethroughfor positioning the" invention comprising 'a base 56;,p0sts 5 l :52 and wherein said holder 'comprisesa base and three 53. Key block 5%, Fig.- 1 2-; hastaibore, 55 through jparallel verticalposts',saidzkeyblock has acentral the center thereof and averticalgroove 5B in each end parallel to'the bore. -The unit blocks l to [0 have vertical slots or grooves 51'011'1J'WD opposite sides; Since -'in this form of-the invention there" are three posts instead of two,*the key blocks, are c set over the center post 52 which passes through. bore 55 and between posts 5 l and 53 which intere l engage key block 54 vinierooves .56., ,7 The unit blocks] to in will slide betweenposts .5l,and.,52 l.=

-bore therethroughthroug'h which the center post ya multiplezof isaid unit length,.

mathematical;to-perationato:beszperformed, .asaid 34 which indicatesthat the number -of the blocks 30 indiciae-including:alp c urfimta blDCk; of multiple: on post 29 m lti lied -b ..zl-,h r b sg iath r unit lengthgaa:mathematicalrsign; anctonepr. more,

4. The combination as set forthiin claim 2 BUELTLIL'TRAPNELL. '7 t and 5; and 53 which. they. interengagein grooves,

51. 'Ijhe mode ,or operation ofiuse of this form of REFERENCES CITED Li -file ofz-this: patemtz (Othcr-"reterenccsbn followingpa'ge) The following;references are of reoorddn the Number Troidl Feb. 19, 1924 Number Number Name Date Seligman Mar. 30, 1926 Passmore Aug. 3, 1926 Deming Nov. 15, 1927 Troidl Dec. 11, 1928 Troidl Jan. 1, 1929 Townsend Mar. 6, 1934 Webster Sept. 17, 1935 FOREIGN PATENTS Country Date France May 26, 1921 

